Revised National Curriculum Statement Grades R-9 (Schools) - Grade Seven

Learning Area: Languages - Home Language

Learning Outcome 1:  Listening

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment standards

We know this when the learner:

• Listens to and appreciates expressive, imaginative and narrative texts (e.g. ballads songs, short stories, folktales).
• Listens actively and carefully for specific information and main ideas, and responds appropriately, for example:
  • takes notes, summarises and passes on information accurately;
  • reflects on opinions, asks thoughtful questions and challenges where necessary.
• Recognises how familiar oral texts are organised and describes some characteristic features (e.g. weather reports, directions, jokes, songs). This will include recognising tools used for humour, such as pausing and simple punch lines, and identifying the use of sound e ffects in different audio-visual texts.
• Identifies and interprets appropriately the use of non-verbal strategies (e.g. facial expressions, gestures and volume).
• Identifies particular words, phrases and sentences which influence the listener and explains their impact (e.g. emotive language, distinguishing between fact and opinion, recognising bias and prejudice).
• Recognises and accepts different varieties of the language such as different accents, dialects and the language of different age groups (e.g. slang).
• Identifies the values and historical, social and cultural contexts of selected texts.

Learning Outcome 2:  Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment standards

We know this when the learner:

• Communicates ideas and feelings expressively with confidence and with some assistance, using selected oral text types (e.g. stories, jokes, dramas).
• Communicates ideas, facts and opinions clearly and with some accuracy and coherence, using a limited range of factual oral text types (e.g. discussions, short arguments).
• Demonstrates basic skills in selected oral text types:
  • accurately sequences oral instructions and descriptions;
  • produces logical arguments;
  • carries out interviews with peers using simple questions, listening and taking notes carefully.
• Demonstrates basic interaction skills by participating actively in group discussions, conversations, interviews and debates, and while so doing:
  • tackles important issues (e.g. social and ethical issues related to the environment and human rights);
  • takes on different roles;
  • acknowledges other opinions;
  • explains own point of view;
  • gives criticism;
  • bridges gaps by asking questions, giving choices, keeping responses open-ended, and showing genuine interest;
  • shows sensitivity to the rights and feelings of others;
  • challenges insensitive or discriminatory use of language.
• Gives oral presentations with some degree of accuracy and creativity, paying attention to:
  • clear and audible enunciation;
  • pausing;
  • variation in tempo and volume;
  • purpose and audience;
  • posture and body language;
  • different social and cultural conventions;
  • appropriate figurative devices such as climax and anti-climax.
• Recognises and explains the success of own communication.

Learning Outcome 3:  Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standards

We know this when the learner:

• Reads spontaneously and often for pleasure and information across the range of text types studied, describes personal response and discusses the kinds of texts enjoyed.
• Reads aloud and silently for a variety of purposes using appropriate reading strategies (e.g. skimming and scanning, predictions, contextual clues, inferences).
• Identifies the purpose, audience and context of a text.
• Shows understanding of information texts:
  • identifies main ideas and explains how details support the main idea.
• Identifies different text types and their key features and explains the way the text is organised (e.g. poems, newspaper articles, short stories, advertisements, short magazine articles).
• Demonstrates understanding of the text, its purpose and its relationship to own life by discussing the plot, themes, characters and setting.
• Identifies and discusses techniques used to create particular effects in selected visual, written and multimedia texts such as:
  • simple literary devices and use of language (e.g. word play, register);
  • design elements (e.g. choice and positioning of pictures or photographs, use of print size and font, use of colour);
  • camera and film technique (e.g. close-ups, zoom shots).
• Responds critically to texts:
  • identifies writer’s point of view;
  • identifies implicit (or hidden) messages in the text;
  • identifies obvious bias or prejudice;
  • identifies ways in which the writer shapes the reading of the text by careful choice of words.
• Identifies and discusses the social, cultural, environmental and ethical issues contained in texts (as revealed by different aspects of the text such as content, language, art work, characterisation).
• Reflects on own skills as a reader.

Learning Outcome 4:  Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standards

We know this when the learner:

• Writes a selected range of imaginative texts:
  • to express imagination, ideas and feelings about self and others;
  • to explore the creative and playful use of language by means of narrative and descriptive compositions, diaries, friendly letters, dialogues, poems, cartoons, limericks and songs.
• Produces a selected range of factual written and multi-modal texts (texts using print and images) for various purposes, using visual and design elements where appropriate by means of eyewitness accounts, posters, advertisements, book reviews, recipes, and game instructions.
• Demonstrates basic skills in selected features of writing appropriate to the text type (e.g. establishes the setting and plot in narratives, manages rhythm and rhyme in poetry, uses straightforward language in simple descriptions, shows sequence in procedures).
• Uses the writing process with assistance and collaboratively to generate texts:
  • selects and explores topics through brainstorming, using mind maps and lists;
  • uses other texts as models for writing;
  • plans and develops topic by using information from one other source;
  • organises ideas coherently in simple, logical order to produce first drafts;
  • reflects on drafts, considering purpose, audience, language usage and logical organisation, and revises appropriately;
  • reflects on and discusses own and peers’ writing, showing sensitivity to the rights and feelings of others;
  • proofreads and corrects final draft by applying knowledge of language in context, focusing on grammar, punctuation, spelling and vocabulary appropriate for the grade;
  • publishes final product, paying attention to presentation and basic elements of design.

Learning Outcome 5:  Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

Assessment standards

We know this when the learner:

• Uses language to think and reason:
  • infers and deduces meaning, and explains the intentions of the author by interpreting written, visual and aural texts across the curriculum;
  • explains cause and effect;
  • weighs options by deciding which of two alternatives is the better choice;
  • expresses and develops a clear personal view point;
  • supports an argument with various kinds of evidence (e.g. statistical and other);
  • uses questions to develop own thinking or that of others;
  • uses appropriate language structures to express complex thought (e.g. the use of conditionals, for example, ‘If resources were shared fairly, we might have less crime.’).
• Uses language to investigate and explore:
  • identifies information needed to assist in investigating a problem;
  • uses key words and concepts to select relevant sources of information;
  • listens to, reads, and views texts from a variety of sources to collect and select ideas;
  • uses appropriate referencing techniques and conventions when copying (and citing) information from sources (e.g. records author, title, date, publisher, page numbers, website);
  • works on integrated projects across Learning Areas and produces a synthesised product.
• Processes information:
  • records information in an accessible format (e.g. lists, mind maps, notes, summaries);
  • organises information appropriately (e.g. by time, importance);
  • changes information from one format (or language if necessary) into another (e.g. mind map into paragraph, list into summary);
  • reflects critically by sharing and challenging ideas;
  • compares different points of view, and identifies differences and similarities;
  • uses appropriate language for making comparisons (e.g. similarly, on the other hand, alternatively);
  • chooses best and most appropriate information from various sources and individuals, and synthesises contributions with own ideas into a coherent piece of work or presentation.
• Thinks creatively:
  • visualises, predicts, fantasises and empathises to make meaning and solve problems;
  • uses writing to develop ideas (e.g. journals, brainstorming, free-writing, mind maps);
  • imagines possibilities and alternatives to expand thinking (hypothesises and speculates);
  • considers differences and uses them creatively (e.g. differences in experience, culture, interest and personality);
  • uses language across the curriculum to solve problems (e.g. switches languages);
  • compares how different languages express terms in different Learning Areas and create links to help understanding and assist in problem-solving.
• Uses language to reflect:
  • reflects on what is heard or read and asks challenging questions;
  • reflects on development of own ability as speaker, listener and writer in familiar contexts, and identifies areas for improvement;
  • reflects on own strengths as contributor in group activities and identifies opportunities for development.

Learning Outcome 6:  Language Structure and Use

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment standards

We know this when the learner:

• Works with words:
  • uses different strategies to spell unfamiliar words;
  • creates personal spelling list and dictionary of words across the curriculum;
  • uses the dictionary and thesaurus to increase vocabulary and improve spelling;
  • uses common abbreviations and acronyms appropriately;
  • identifies and uses word families and words of the same field in context to develop vocabulary in context;
  • identifies a range of prefixes and suffixes to work out meaning;
  • analyses how languages borrow words from one another, and how new words are coined and uses these appropriately.
• Works with sentences:
  • identifies and uses nouns, verbs, modals, adjectives, pronouns, prepositions, conjunctions, and articles;
  • identifies and uses a variety of subordinate clauses correctly and appropriately (e.g. ‘When she was fifteen, her mother died.’);
  • identifies and uses relative clauses and relative pronouns (e.g. 'There are many people who do not have jobs.');
  • uses different types of sentences, such as statements, questions, commands, instructions and exclamations;
  • identifies and uses the components of a sentence such as subject, verb predicate, direct and indirect object, main and subordinate clauses;
  • uses the full range of punctuation appropriately (e.g. dash, semi-colon).
• Works with texts:
  • varies use of topic and supporting sentences (e.g. putting topic sentence at end) to develop coherent paragraphs;
  • uses connecting words such as ‘although’ to develop a logical line of thought in a paragraph;
  • links sentences in cohesive paragraphs using, for example, collocations, repetition of words, and pronouns;
  • sequences paragraphs in a logical order to create longer texts.

• Develops awareness and use of style:
  • uses a variety of sentence lengths and types;
  • distinguishes between formal and informal language;
  • uses idioms and idiomatic expressions of the language appropriately.
• Develops critical language awareness, for example:
  • identifies texts where language does not mean exactly what is said - recognises implied meanings;
  • identifies manipulative language;
  • examines how language is used to construct gender, race, the environment, health, etc.
• Uses meta-language (e.g. talks about simple, compound and complex sentences).